Abstract: The theory of second language acquisition has been regarded as an important topic since the 1960s. Nowadays, with the rapid development of foreign language education, some foreign language teachers have begun to integrate their research findings into foreign language classrooms and gradually formed a conscious way to better improve their foreign language teaching proficiency. This article explores the possibility of using a second language in Chinese as a foreign language classroom from three aspects: language, grammar, and language materials. In previous teaching practices, it has been found that Chinese as a foreign language students often encounter errors in“rigid”language. Therefore, it is recommended to use error analysis language materials to analyze their language barriers and develop corresponding teaching plans based on language barriers. It is suggested to adopt the curriculum design of“input hypothesis+acquisition”to assist in solving the problems of students' learning confusion and the inability to apply chinese to the actual situation.

Key words: Second language acquisition, Chinese as a foreign language, Teaching application, Phonics teaching, Grammar teaching, Vocabulary teaching